教育學院
Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/1
教育學院成立於民國44年6月5日,時值臺灣省立師範學院改制為臺灣省立師範大學,初設教育、社會教育、體育衛生教育、家政教育、工業教育五個學系,發展迄今,本院共設有7個學系(均含學士、碩士及博士班)、5個獨立研究所、1個院級在職碩士專班。
本院為國內歷史最久之教育學院,系所規模、師資,及學生品質向為國內首屈一指,培育英才無數,畢業校友或擔任政府教育行政單位首長及中堅人才、或為大學校長及教育相關領域研究人員、或為國內中等教育師資之骨幹、或投入民間文教事業相關領域,皆為提升我國教育品質竭盡心力。此外,本學院長期深耕學術,研究領域多元,發行4本 TSSCI 期刊,學術聲望備受國內外學界肯定,根據 2015 年 QS 世界大學各學科排名結果,本校在教育學科名列第22名,不僅穩居臺灣第一,更躍居亞洲師範大學龍頭。
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Item 數位學習國家型計畫基礎研究成果推廣計畫(2006-12-01) 張國恩; 邱瓊慧; 陳年興; 黃國禎; Chang, Kuo-En; Chiu, Chiung-Hui; Chen, Shing; Hwang, Gwo-JenItem Detecting users’ online knowledge sharing behavioral patterns in a knowledge management system: Using sequential analysis to explore online knowledge construction process of an online teacher community(2009-06-06) 侯惠澤; 張國恩; 宋曜廷; Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingItem Certification of e-learning courseware: A case study on Taiwanese experiences(2007-10-18) 宋曜廷; 張國恩; Sung, Yao-Ting; Chang, Kuo-EnItem Analyzing the differences of the online discussion behaviors of knowledge construction and problem solving between high and low achieving learners(2009-01-08) 侯惠澤; 張國恩; 宋曜廷; Hou, Huei-Tse; Chang, Kuo-En; Sung, Yao-TingItem What makes collaborative early FL reading effective? A mobile dynamic peer-assisted learning system(2006-07-14) 籃玉如; 宋曜廷; 張國恩; Lan, Yu-Ju; Sung, Yao-Ting; Chang, Kuo-EnCollaborative learning is a learning approach in which peer interaction plays a significant role and students work together to accomplish shared goals. It is a widely used approach to increasing the intensity of EFL reading program. However, just heterogeneously placing students in a group and assigning them a group goal does not guarantee that students will involve in effective collaborative learning activities. When working without technological support, some problems in EFL reading group can be detected. We describe how weakness in learning supporting, feedback providing and lack of mobility can be solved with a mobile devices-supported dynamic peer-assisted learning grouping. The study explored EFL students’ collaborative behaviors without technological support. In order to overcome the weaknesses found in the non-technological collaborative EFL reading activities, we designed a dynamic peer-assisted learning program in a wireless reading system. Finally, we analyzed students’ collaborative behaviors with technological support. The result of our work identify an effective way of using mobile devices to support collaborative EFL reading activities that address the above mentioned weakness.Item The evaluation of teaching efficiency of DIAMOND hunt in early reading ability development of elementary EFL learners(2005-06-12) 籃玉如; 張國恩; 宋曜廷; Lan, Yu-Ju; Chang, Kuo-En; Sung, Yao-TingItem A learning system for correcting misconceptions in DC Electric Circuits(1995-01-01) 張國恩; 簡聰茂; Chang, Kuo-En; Chien, Tsung-MouItem Testing-based diagnosing system by neural networks(1996-01-01) 張國恩; 劉世華; 陳思文; Chang, Kuo-En; Liu, Shyh-hwa; Chen, Szi-WenItem 資訊科技融入教學:借鏡美國經驗,反思臺灣發展(2005-03-01) 宋曜廷; 侯惠澤; 張國恩; Sung, Yao-Ting; Chang, Kuo-En; Hou, Huei-Tze本文旨在闡述和評論美國近十餘年來將資訊科技融入教學的經驗與成果,並與臺灣中小學的資訊融入教學成果作一比較。首先,我們提出資訊科技融入教學的「目標-障礙-對策架構」(Goal-Barrier-Solution Framework, GBS),來說明目前資訊科技融入教學在美國所碰到困難,以及解決這些困難所嘗試的努力。其次,我們以相同的架構來分析資訊科技融入教學在臺灣的現況。最後,本文提出臺灣在資訊科技融入教學尚待努力的方向及建議。Item 屬性化概念圖的模糊評量(中華民國科學教育學會, 1998-03-01) 張國恩; 林水成; 潘宏明; 陳世旺; Chang, Kuo-En; Lin, Shui-Cheng; Pan, Hung-Ming; Chen, Sei-Wang一張概念圖是由許多命題(propositions)所組成,而每個命題包括兩個概念(concepts)及他們之間的聯結語,因此一張概念圖描述著某一知識內容中概念問的相互連結關係。然而不同的概念與聯結語在一知識主題(knowledge domain)中扮演著不同的角色,其重要性當然會有所不同。因此本文提出一種屬性化概念圖(attributed concept map)的觀念,也就是對概念圖中每一概念及聯結語給予一權值代表其重要性。假設專家或老師已經建構好一張屬性化概念圖,我們稱它為專家概念圖。我們提出一種以模糊集合理論為基礎的評量方式(或稱模糊評量)。將學生建構的概念圖與專家概念圖比對,來評估學生對某一知識主題的了解程度。實驗顯示以屬性化概念圖為主的模糊評量在合理性、穩定性上均有顯著的改進,結果也顯示此方法是可行的。